The following article gives some quality tips on doing just that, which will only help our students grow more as learners and writers. Read on!
What Is It and How to Give It
- "'Good job!' is not feedback.
- 'You used many interesting details to make your characters come alive in this story,' is feedback.
- B– is not feedback.
- 'Your thesis is an interesting one, but you have not provided sufficient evidence to support it' is [feedback]."
What Is the Goal?
Make the Time
I can see that you are learning how to develop your story and draw a clear line from the conflict to the resolution. As a reader, I became a little confused in the character's second attempt to solve the problem. The twist seems to create another plot line. Writers try to connect new information back to the central idea for the reader. Is there a way you can clarify this idea? If it doesn't tie in smoothly, you may want to modify it. So let's talk this through. How could you connect the part about the character finding the highly confidential space vessel?
- Tie the feedback to a specific learning goal. Feedback should tell students where they are on the continuum, says Stiggins.
- Provide information that students can use to improve their performance. What actions do you want students to take? What are the growth areas and places where additional skill-building should take place?
- Deliver feedback on student work in a timely manner. Students need feedback while they are still working on the learning goal, not after they have moved on to something else.
- Provide opportunities for students to participate in generating feedback rather than acting as passive receivers. Brookhart suggests asking students questions that allow them to think about what they need help with. For example, she says, "Rather than telling the student all the things you notice about his or her work, start by asking, 'What are you noticing about this?' or 'Why did you decide to do it this way?'"
- Feedback doesn't always have to be tied to a grade. "When feedback is given along with a grade or evaluative comment, most students just hear judgment," Brookhart says. Look for ways to work feedback into the process before you hand out grades.
- Help students self-regulate. Jane E. Pollock, author of Feedback: The Hinge That Joins Teaching and Learning, recommends having students create goal-accounting templates so that they can track their daily effort toward meeting that goal and generate their own feedback.
- When giving students feedback, take the time to think about what will help students actually improve. "To be effective in supporting learning, feedback needs to focus on something the student did well along with suggestions for how to do better next time. If a teacher cannot find something positive to say, then feedback is not what needs to come next. Additional teaching needs to come next," Stiggins says.
- Accountability for Learning: How Teachers and School Leaders Can Take Charge by Douglas B. Reeves
- Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders by Susan M. Brookhart and Connie M. Moss
- Choice Words by Peter H. Johnston
- Classroom Instruction That Works by Robert J. Marzano, Debra Pickering, and Jane E. Pollock
- Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, 2nd edition by Ceri B. Dean, BJ Stone, Elizabeth Hubbell, and Howard Pitler
- Feedback: The Hinge That Joins Teaching and Learning by Jane E. Pollock
- Giving Effective Feedback to Your Students (ASCD, DVD series)
- How to Give Effective Feedback to Your Students by Susan M. Brookhart
Feed Up, Feedback, Feed Forward: Making Formative Assessment Come Alive
Watch Nancy Frey's webinar about using feedback to increase student achievement.